FROM PUBLIC PLANNING TO SCHOOL: ARTICULATIONS BETWEEN THE MULTI-YEAR PLAN AND THE POLITICAL-PEDAGOGICAL PROJECT IN EDUCATIONAL MANAGEMENT IN ILHA COMPRIDA (SP), BRAZIL

Abstract

This article analyzes the links between municipal public planning and educational planning based on the 2022–2025 and 2026–2029 Multi-Year Plans (PPAs) of Ilha Comprida, São Paulo, focusing on their implications for schools’ Political-Pedagogical Projects (PPPs). Adopting a qualitative, analytical-descriptive approach, the study combines documentary research, a literature review, semi-structured interviews with school managers and representatives of the Municipal Department of Education, and analysis of documents related to the participatory formulation of the 2026–2029 PPA. Results indicate that, in the 2022–2025 cycle, ongoing actions achieved high levels of implementation, whereas structural investments were only partially implemented. The findings also reveal an initial gap between the PPA and the PPP, associated with school managers’ limited knowledge of public budget planning. Training initiatives, monitoring mechanisms, and greater institutional participation helped strengthen the articulation between the two instruments. In the 2026–2029 cycle, advances are observed in social participation, transparency, and data-informed planning. The study concludes that the effectiveness of the PPA in education depends not only on resource allocation but also on institutional capacity to translate governmental planning into practices that schools can understand and incorporate.